COMMUNICATION AND INTERGENERATIONAL COOPERATION

COMMUNICATION

AND

INTERGENERATIONAL

COOPERATION

PUBLIC SECTOR EMPLOYEES

30-

AND

45+

2

F

This training manual forms the integral part of the training material developed for the public sector employees 30- and 45+ in the course of project MUME.

Please note that the same training material prepared for this training module (Communication and Intergenerational Cooperation) should be used for both target groups. The applied methodology supposes that communication situations are more or less the same in case of the two age groups, only the content and the „vocabulary” (in broader terms) used will differentiate the two target groups.

Authors:

Paivi Korhonen Krisztina Erdős István Lábodi

3 Thematic Block I –

I

1. Short introduction of the lecturer/teacher Name, experience, other important aspects, etc.

2. Introduction to the blocks

Presentation of the lecturer/teacher

There are four blocks in the module all requiring 2-2 academic hours (altogether 8 academic hours meaning 6 hours a day). Since communication and intergenerational cooperation has a wide range of literature the vast majority of the training is implemented as workshops including working in pairs and role plays.

The aim of the training module is to compile three types of codes:

 Code of effective dialogues and intergenerational cooperation with 30- public sector employees – developed by the 30- target group

 Code of effective dialogues and intergenerational cooperation with 45+ public sector employees – developed by the 45+ target group

 Code of behaviour for public institutions in communication with foreigners – developed by the target group that first had the current training module and adjusted by the other target group

All codes to be developed are a kind of “To Do-s and Not To Do-s” that is to be followed in order to have successful and fruitful communication with colleagues of other age groups.

Several elements of communication were included in previous training modules, especially in the Business English module.

Task 1: Remember what elements of communication were touched upon during the previous training module?

Some examples: compiling and holding a presentation, introducing people to others or introducing yourself, writing official or informal letters

4 preparation for completing the first task by identifying situations when communication with colleagues in other age group is challenging.

3. Identification and introduction of challenging collaboration situations with the other age group

Team work and discussions moderated by the lecturer/teacher Aim: to define the most common challenging situations

Task 2

Referring to the preparation for the class, describe the most challenging situation when collaborating with the other age group. Every participant should describe a challenge not mentioned before. When describing, use the following titles:

(i) Who were present? (face-to-face situation or several people around) (ii) What was the essence of the challenge (compose in one sentence)

(iii) What was the challenge in the situation (verbal, non-verbal communication, different level of knowledge, professional issue or communication issue, etc.)

All participants have max 1 minute to share the information.

The lecturer puts down the “title” of the situations and at the end of the description part all participants should raise their hands if the particular described situation is familiar with them. All “votes” will be registered and this will allow creating the order of the situations from the most common to the least important situations.

4. Identification of the most challenging communication situations with the colleagues representing the other target group during working hours

Team work (work in pairs) and role play moderated by the lecturer/teacher

Aim: to present and fine-tune the most common challenging situations from communication aspects.

Task 3

Work in pairs: Choose a situation identified and ranked in Task 1 (no duplications allowed). Divide the tasks and discuss how you would present the communication in the particular situation (key words, non-verbal communication tools, etc.).

Role play: Present the chosen situation. The audience (other participants) takes notes on the following:

5 (i) How did the partners express themselves? What kind of communication

style and communication behaviour was applied?

(ii) What might be the communication strategies (conflict management strategies) of the collocutors?

(iii) What types of non-verbal communication tools were used?

(iv) What was the key element in communication that led to the success/failure of the right communication?

(v) How should this communication situation have been managed? (What would be your advice?)

5. Contextual and situation analysis of the performed situations Team work and discussions moderated by the lecturer/teacher

Aim: to discuss the situations performed in order to support the definition of “To Do-s and Don’t Do-s”

Task 4

Referring to Task 3, evaluate the role plays focusing on the following aspects: i. communication style

ii. communication behaviour iii. strategies applied

iv. non-verbal communication tools

Compile the list of the above aspects. Discuss and agree on the following: i. key success factors of communication

ii. elements that led to the failure of communication

iii. what is your advice to the other age group to turn communication successful?

6. Wrap up

Team work and discussions moderated by the lecturer/teacher

Aim: to have the inputs to the “Code of effective dialogues and intergenerational cooperation”

Based on the lists compiled when completing Task 4, prepare the “To Do-s and Don’t Do-s” of your age group to be better understood and effectively cooperate with the other target group.

Develop improvement proposals for verbal and non-verbal communication of your age group to the other target group (transfer the to do-s and don’t do-s to the words of code)

6 Thematic Block II – DIMENSIONS OF CULTURE

Requirements for the training venue: Room with flexible furnishing, tables in a circle format. Trainer position neutral, no ex-cathedra ( among the trainees). Beamer, laptop, flipchart, pens

The Training approach, Block II

0. The trainer explains the expected learning outcomes achieved once the block is completed. Overall duration of the training block II is 90 minutes.

Introduction to the contents of the Block II - purpose of the training - expected learning outcomes - training methodology - assessment

- self-assessment

Who we are? Short introduction of the lecturer and the participants, to be completed as a 5 min. Ice breaker exercise.

1.Introduction on dimensions of culture

Working methodology: Slides, teacher lead discussions.

Annex 1: Training material 1, Introduction on dimensions of culture ppt. 2.Why Dimensions of Culture matter at work, 45 min.

Working methodology: Teacher lead discussions, mini -workshop on the Case study. Annex 2: Why Dimensions of Culture matter at work Case- study

7 Thematic Block III – HOW TO MANAGE DIVERSITY AND INCLUSION AT WORKPLACE

Requirements for the training venue: Room with flexible furnishing, tables in a circle format. Trainer position neutral, no ex-cathedra (among the trainees). Beamer, laptop, flipchart, pens.

The training Approach, Block III

0. The trainer explains the expected learning outcomes achieved once the block is completed. Overall duration of the training block III is 90 minutes.

Introduction to the contents of the Block III - purpose of the training - expected learning outcomes - training methodology - assessment

- self-assessment

Who we are? Short introduction of the lecturer and the participants, to be completed as a 5 min. Ice breaker exercise.

1. Understanding diversity foundation

Working methodology: Slides, teacher lead discussions. Annex 3: Understanding diversity foundation, ppt. Annex 3 a: Layers of Diversity

2.Role of culture, prejudice and stereotypes in working with diversity

Working methodology: Article, read and analyse the article, mini-workshop / reflection on one’s own experiences and lessons learned. Supporting slides.

Annex 4: Role of culture, prejudice and stereotypes in working with diversity, ppt. Annex 5: Article

8

3.My relationship to the layers of diversity; what can I do to manage inclusion?

Working methodology; the self-assessment sheets, discussion in groups, trainer lead wrap-up of the outcomes forming a “how to improve” list from a 1.individual perspective 2. Workplace related perspective.

Annex 6: Self-assessment sheet

A flashlight wrap up assessment in groups of 3-5 trainees: How will I use the learning outcomes at work?

9 Thematic Block IV –

C

“E

-GENERATIONAL COOPERATION

”

Team work and discussions moderated by the lecturer/teacher

Aim: to finalise the “Code of effective dialogues and intergenerational cooperation” including organisational culture and inclusion related issues and propose on / finalise the “Code of behaviour in communication with foreigners”

Based on the previous blocks and their outcomes, the summary of “To Do-s and Don’t Do-s” of your age group to be better understood and effectively cooperate with the other target group shall be performed.

Invent the list of situations when dimensions of culture influence behaviour at the workplace how they should be managed

Compile the list of “To Do-s and Don’t Do-s” of successfully managing inclusion of your age group at workplace

Finalise the “Code of effective dialogues and intergenerational cooperation” for the other age group

Give information on the final stage of the training (MUME Game) – please refer to the description of the Game.

B

I

C

T

GENERAL

Communication1 Communication (from Latin commūnicāre, meaning "to share") is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour. It is the meaningful exchange of information between two or more living creatures.

“Any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes.” (de Valenzuela, Julia Scherba)

Verbal communication2 Human spoken and pictorial languages can be described as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated. The word "language" also refers to common properties of languages. Language learning normally occurs most intensively during human childhood. Most of the thousands of human languages use patterns of sound or gesture for symbols which enable communication with others around them. Languages seem to share certain properties although many of these include exceptions. There is no defined line between a language and a dialect. Constructed languages such as Esperanto, programming languages, and various mathematical formalisms are not necessarily restricted to the properties shared by human languages. Communication is the flow or exchange of information within people or a group of people.

There are a variety of verbal and non-verbal forms of communication. These include body language, eye contact, sign language, haptic communication, and chronemics. Other examples are media content such as pictures, graphics, sound, and writing.

Non-verbal communication3 General: Nonverbal communication describes the process of conveying meaning in the form of non-word messages. Some

1 _{http://en.wikipedia.org/wiki/Communication} 2 _{http://en.wikipedia.org/wiki/Communication} 3 _{http://en.wikipedia.org/wiki/Communication}

11 forms of non-verbal communication include chronemics, haptics, gesture, body language or posture, facial expression and eye contact, object communication such as clothing, hairstyles, architecture, symbols, infographics, and tone of voice, as well as through an aggregate of the above. Speech also contains nonverbal elements known as paralanguage. These include voice lesson quality, emotion and speaking style as well as prosodic features such as rhythm, intonation and stress. Research has shown that up to 55% of spoken communication may occur through non-verbal facial expressions, and a further 38% through paralanguage. (Mehrabian, A)

TASK 2 AND TASK 3

Communication styles The way somebody shares his/her thoughts verbally with others. There might be four styles distinguished:

1. Clear and direct (the message is directly sent to the recipient, the text is stated plainly: Peter, you made a mistake here.)

2. Clear and indirect (the message is clear but is not directed to the person it relates to. Usually using “general persons”: It is a pity that people make mistakes here.) 3. Masked and direct (the message is unclear but is directed

to the right person: Peter, people are not so precise nowadays)

4. Masked and indirect (message and recipient are both unclear: People are not so precise nowadays)

Communication behaviours There are four main types of communication behaviours: 1. Passive:

Passive communication involves putting your needs last. You don’t express your thoughts or feelings, or ask for what you want. The assumption behind passive communication is ‘my needs don’t matter’ (you win/I lose – and I resent you for that).4 Passive communicators are afraid of confrontation having the thought that they do not have the right to make their wishes and desires known.

2. Aggressive:

Aggressive communication is a method of expressing needs and desires that do not take in to account the welfare of others. Those who communicate in an

12 aggressive manner are generally perceived as selfish and unwilling to compromise.5 _Aggressive communicators express thoughts, feelings, and beliefs in an emotionally honest way inappropriately and violating others.

3. Passive-Aggressive:

A passive-aggressive communicator expresses his/her needs and feelings in an unclear and confusing manner. They appear to be in agreement on the surface but are really undermining or acting out anger towards others behind their back.

4. Assertive:

Assertive communication involves respect for the boundaries of oneself and others. It also presumes an interest in the fulfilment of needs and wants through cooperation.6 Assertiveness would be the preferred style in communication.

Characteristics of communication behaviours7

PASSIVE AGGRESSIVE

PASSIVE-AGRESSIVE ASSERTIVE

Active toward

reaching one’s goal? No, ineffective strategy

Yes, but at the expense of others

Yes, but usually too late and

inappropriately

Yes, and appropriately

Respectful? Communicates apathy

or submissiveness

No, intentions are to hurt others

No, mostly blame and guilt tips

Yes, even when defending their own safety

Listens to others? Maybe, but does not actively respond

Probably more concerned with own perspective

Maybe, but with hidden intentions

Yes, then responds at the appropriate time Communicates

Confidence? No Yes, probably too much

Maybe when acting aggressive

Yes, to set appropriate boundaries

Uses non-verbal Communication?

Yes, displays weakness and vulnerability

Yes, from threat gestures to injuring others Yes, used to manipulate others Yes, to reinforce appropriate verbal communication Impression given to

others? Weakness, apathy

“Jerk” “Mean” you get the idea

Difficult to read, unpredictable

Easy to get along with, confident, cooperative Reinforced by

achievement of goals?

Yes, temporarily, if goal is to avoid conflict

Yes, immediate gratification, poor long term outcome

Yes, at the expense of relationships

Yes, and improves relationships Examples of verbal interaction I don’t care Whatever Silent F*@% You! I’ll Kill You! You’re Stupid!

It’s your fault You should have… Sarcasm

“I” Statements When is a good time to talk?

Conflict management8 There is no single definition of conflict, most definitions involve the following factors: there are at least two

5 _{http://socialanxietydisorder.about.com/od/glossarya/g/aggressive.htm} 6 _{http://en.wikipedia.org/wiki/Assertiveness}

7 _{http://blakeflannery.hubpages.com/hub/Assertiveness-on-a-Psych-Unit#}

13 independent groups, the groups perceive some incompatibility between themselves, and the groups interact with each other in some way (Putnam and Poole, 1987). "Process in which one party perceives that its interests are being opposed or negatively affected by another party" (Wall & Callister, 1995, p. 517), and "the interactive process manifested in incompatibility, disagreement, or dissonance within or between social entities" (Rahim, 1992, p. 16). Conflict management minimizes the negative outcomes of conflict and promotes the positive outcomes of conflict with the goal of improving learning in an organization. (Rahim, 2002, p. 208)

Conflict management strategies The causes of conflicts range from philosophical differences to power imbalances. Poorly or not managed conflicts might result in the breakdown of trust and losing effectiveness or confidence. There are five conflict management strategies which support dealing with conflicts before they escalate beyond repair.

Accommodating strategy Those applying the accommodating strategy give the opposing persons what they want. Particular situations of using the accommodation strategy is when a person wishes to keep the peace or assumes the particular issue as minor. Avoiding strategy Those applying avoiding strategy postpone or suspend

conflict indefinitely. By acting this way (delaying or ignoring the conflict) the person hopes that the problem will be solved without a confrontation. Those who often apply the avoiding strategy have lower self-esteem or have a position with low power.

Collaborating strategy Collaboration means the integration of the ideas raised by several people. By applying the collaborating strategy, the aim is to find a solution which is acceptable to everybody. The collaboration strategy is time consuming and therefore is not appropriate to be applied in such situations when the result can be achieved by a simpler solution (collaborating strategy regarding office supplies is a waste of time).

Compromising strategy Applying the compromising strategy means that both conflicting partners should give up some elements of their concepts in order to come to a solution which is acceptable for both of them. This strategy is most often applied in conflict situations where the parties hold more or less equivalent power.

14 loses. The competing strategy is beneficial in crisis situations. Strategies and behaviours

http://www.openexchange.org/features/AMJ11/wylie_baugh.html

Non-verbal communication Non-verbal signals refer to how a person listens, looks, moves and reacts and tells the other person whether or not you care, if you’re being truthful, and how well you’re listening. When your non-verbal signals and your speech match, the situation increase trust and clarity. In the other case the result is tension and confusion.

Nonverbal communication cues can play five roles9

1. Repetition: they can repeat the message the person is making verbally

2. Contradiction: they can contradict a message the individual is trying to convey.

3. Substitution: they can substitute for a verbal message (eyes can convey a far more vivid message than words). 4. Complementing: they may complement a verbal

message.

5. Accenting: they may accent or underline a verbal message (pounding the table underlines a message). Types of non-verbal communication

Eye contact The way you look at somebody communicates many types of messages (interest, attraction, hostility, affection, etc.) and therefore is an especially important type of non-verbal communication. Eye contact helps maintaining the flow of conversation.

Facial expressions The human face can express any emotion without saying a word and are universal (i.e. happiness, anger, fear disgust) and the same across cultures.

15 Voice Besides the words you use, it is also essential how you say them. The timing, pace, loudness, tone, inflection of your voice and speech can mean either sarcasm, anger, confidence or even affection.

Body movements, posture The way you move, sit, stand up, hold your hand or head, walk is also communicating to the partners.

Gestures We can express ourselves without thinking – with the help of gestures (use our hands, beckon, point, wave when arguing). Gestures have different meaning across cultures and regions, and we have to be careful to avoid misinterpretation.

Touch Communication through touch is also an important element of non-verbal communication. Messages like a warm bear hug, a weak handshake or a reassuring slap on the back are all very informative.

Space Physical space communicates several non-verbal messages (aggression, intimacy, dominance or affection). Comfortable physical space is different culture by culture, the situation or the relationship.

TASK ….

Organisational culture10 Organizational culture is the behaviour of humans who are part of an organization and the meanings that the people attach to their actions. Culture includes the organization values, visions, norms, working language, systems, symbols, beliefs and habits. It is also the pattern of such collective behaviours and assumptions that are taught to new organizational members as a way of perceiving, and even thinking and feeling. Organizational culture affects the way people and groups interact with each other, with clients, and with stakeholders.

Thematic Block no. III: How to Manage Diversity and Inclusion at Workplace

Topics Number of hours Number of hours in

the block workshops

1. Understanding diversity foundation

….. 2x45 2x45

16 2. Role of culture, prejudice and stereotypes in

working with diversity ……

3. My relationship to the layers of diversity; what can I do to manage inclusion?

…..

The learning outcomes achieved once the block is completed

Knowledge ­ Understanding the basic theories, legal aspects and concepts of Managing Diversity and Inclusion of the workplace

Skills ­ Ability to act inclusively at diverse work life settings Competence ­ Increased capability to meet diversity at work life setting

Methods of work ­ face-to-face training ­ peer-to-peer support ­ team work ­ discussion ­ project work ­ learning by doing

­ Additional tasks (homework, preparing for the class, studying for a test, etc.), including the time required to perform them (number of hours).

None

Thematic Block no. IV: Code of “Effective dialogues and intergenerational cooperation”

Topics Number of hours Number of hours in

the block workshops

1. Overview of “To Do-s and Don’t Do-s” in verbal and non-verbal communication regarding 45+ employees (output of thematic block I. – 10 min) 2. Inventing the list of situations when dimensions of

culture influence behaviour at the workplace how they should be managed for 45+ employees (output of thematic block II. – 15 min) 3. Compiling the “To Do-s and Don’t Do-s” of

successfully managing inclusion of the 45+ employees as workplace (output of thematic block III. – 15 min)

4. Inventing / Adjustments to the code of behaviour in communication with foreigners – for public institutions (30 min)

2x45 2x45

5. Finalisation of the “Code of effective dialogues and intergenerational cooperation for 30- employees” (20 min)

The learning outcomes achieved once the block is completed

Knowledge

­ Understanding the basic theoretical approaches on role of communication; ­ Understanding elements of (giving and getting) feedback;

­

Skills ­ To be able to provide constructive feedback

­ To be able to communicate successfully a multi-generational team Competence

­ Capacity to communicate successfully with the colleagues of different ages ­ Capacity to apply verbal and non-verbal communication tools in diverse age

17 ­ …. Methods of work ­ face-to-face training ­ peer-to-peer support ­ team work ­ discussion ­ learning by doing

Additional tasks (homework, preparing for the class, studying for a test, etc.), including the time required to perform them (number of hours).

None

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained